KNR 253 Behavior Management Family Interventions

KNR 253KNR 253

Behavior ManagementBehavior Management

Family InterventionsFamily Interventions


Lavay, French, & Henderson, Lavay, French, & Henderson, 19971997


Managing behaviorsManaging behaviors Science & artScience & art

Blend proven theories with your own Blend proven theories with your own personality and unique mix of clientspersonality and unique mix of clients

Respects cultural differencesRespects cultural differences Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997

PreventionPrevention Positively stated rules & expectationsPositively stated rules & expectations

Post rules (pictures for non-readers)Post rules (pictures for non-readers) Involve youth in setting rules (5)Involve youth in setting rules (5) Provide clear examplesProvide clear examples Clearly state consequencesClearly state consequences Make sure they understand the rulesMake sure they understand the rules

Teach expected behaviorsTeach expected behaviors Social skills, anger management, peer mediation, Social skills, anger management, peer mediation,

count to 10, deep breaths, quiet spacecount to 10, deep breaths, quiet space Encourage expected behaviorsEncourage expected behaviors

Focus on increasing appropriate behaviorsFocus on increasing appropriate behaviors Give specific feedbackGive specific feedback Increase involvement & making choicesIncrease involvement & making choices

PreventionPrevention

Discourage problem behaviorsDiscourage problem behaviors Structure programStructure program Daily scheduleDaily schedule Enforce rulesEnforce rules Give understandable definitions of infractionsGive understandable definitions of infractions Tolerate some behaviors (pick your battles)Tolerate some behaviors (pick your battles) Redirect to different tasksRedirect to different tasks Use nonverbal cuesUse nonverbal cues Give consequences related to behaviorGive consequences related to behavior Be consistent & follow through with Be consistent & follow through with

consequencesconsequences Provide empathy/listenProvide empathy/listen


Be a role modelBe a role model Attention is paid to what you do vs. sayAttention is paid to what you do vs. say Use peer role modelsUse peer role models Be prepared and organizedBe prepared and organized

Recognize good behaviorsRecognize good behaviors Normally we comment on badNormally we comment on bad For every correction, give 4 positive For every correction, give 4 positive

commentscomments Catch doing something goodCatch doing something good Provide opportunities for successProvide opportunities for success


Keep things activeKeep things active Have funHave fun Do things they like to doDo things they like to do Get them involvedGet them involved Provide choicesProvide choices Decrease line up timeDecrease line up time

Create positive atmosphereCreate positive atmosphere RedirectRedirect

Give something else to doGive something else to do


Know your clientsKnow your clients What sets them offWhat sets them off What they respond toWhat they respond to

Know yourselfKnow yourself Stay calmStay calm Know your triggersKnow your triggers Voice control – speak softlyVoice control – speak softly Take a step backTake a step back Keep hands at sideKeep hands at side Sit down if possibleSit down if possible

Non-physical InterventionsNon-physical Interventions

Planned ignoringPlanned ignoring Signal interferenceSignal interference Proximity/touchProximity/touch Involvement in interest relationshipsInvolvement in interest relationships

Showing interest to divert attentionShowing interest to divert attention Hypodermic affectionHypodermic affection

Giving caring beyond normal amountGiving caring beyond normal amount HumorHumor Hurdle helpHurdle help

Remind of past accomplishmentRemind of past accomplishment

Behavioral ApproachBehavioral Approach

Link behavior to be changed Link behavior to be changed to actions occurring before the behavior to actions occurring before the behavior

(antecedents)(antecedents) To consequences that occur after the To consequences that occur after the

behaviorbehavior StepsSteps

Select & define behaviorSelect & define behavior Observe & record behaviorObserve & record behavior Implement behavioral interventionImplement behavioral intervention Evaluate the behavioral interventionEvaluate the behavioral intervention

Positive ReinforcementPositive Reinforcement

Offering something valued after the Offering something valued after the desired behavior is exhibiteddesired behavior is exhibited

Should increase frequency of desired Should increase frequency of desired behaviorbehavior

Must be something the person wantsMust be something the person wants Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997

ContractsContracts Signed by child, parent, leadersSigned by child, parent, leaders Give copy of contractGive copy of contract

Types of Positive ReinforcementTypes of Positive Reinforcement

SocialSocial Smile, nod, high five, “WOW”Smile, nod, high five, “WOW” Most effective if has a comment about the desired Most effective if has a comment about the desired

behaviorbehavior

TangibleTangible Toys, stickers, medals, trading cards, sticker chartsToys, stickers, medals, trading cards, sticker charts When possible, pair with social so can eventually When possible, pair with social so can eventually

phase out tangiblephase out tangible Token economy (token that can be exchanged for Token economy (token that can be exchanged for

desired reinforcer)desired reinforcer)

Activity reinforcementActivity reinforcement Use equipment, helper, leader, favorite activityUse equipment, helper, leader, favorite activity

Reinforcement SchedulesReinforcement Schedules

ContinuousContinuous Each time appropriate behavior occursEach time appropriate behavior occurs

IntermittentIntermittent At specific scheduled timesAt specific scheduled times

Ratio (fixed, variable)Ratio (fixed, variable) Depends on number of timesDepends on number of times

Interval (fixed, variable)Interval (fixed, variable) Depends on period of timeDepends on period of time

Negative ReinforcementNegative Reinforcement

Reinforcer used to increase a desired Reinforcer used to increase a desired behavior by encouraging person to behavior by encouraging person to perform a particular behavior to perform a particular behavior to avoid, escape, or eliminate avoid, escape, or eliminate something they dislikesomething they dislike

Results in increased desired behavior Results in increased desired behavior because you removed something because you removed something that was perceived as unpleasantthat was perceived as unpleasant

It is not punishmentIt is not punishment Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997

Negative ReinforcementNegative Reinforcement

ExamplesExamples A student avoids loosing points off her A student avoids loosing points off her

class grade (aversive stimuli) by class grade (aversive stimuli) by attending all classes (increase in attending all classes (increase in behavior)behavior)

A student who doesn’t want to sit in the A student who doesn’t want to sit in the bleachers and write a report (aversive bleachers and write a report (aversive stimuli) will act appropriately in physical stimuli) will act appropriately in physical activity (increase in behavior)activity (increase in behavior)

Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997

PunishmentPunishment

Designed to decrease inappropriate behaviorsDesigned to decrease inappropriate behaviors Should always attempt to correct undesirable Should always attempt to correct undesirable

behavior with positive methods firstbehavior with positive methods first No corporal punishmentNo corporal punishment 3 forms3 forms

Withdrawal of a reinforcerWithdrawal of a reinforcer Presentation of aversive stimulusPresentation of aversive stimulus Requiring an aversive behaviorRequiring an aversive behavior

Lavay, French, & Henderson, 1997Lavay, French, & Henderson, 1997

Punishment:Punishment:Withdrawal of a ReinforcerWithdrawal of a Reinforcer

Extinction or planned ignoringExtinction or planned ignoring Reinforcement of a previously reinforced Reinforcement of a previously reinforced

behavior is discontinuedbehavior is discontinued Response costResponse cost

Take away a reinforcer after person Take away a reinforcer after person misbehavedmisbehaved

Dock pay if late to workDock pay if late to work Time-outTime-out

Remove from reinforcing environmentRemove from reinforcing environment

Types of Time-OutTypes of Time-Out ObservationalObservational

Remove from activity but can still watch others Remove from activity but can still watch others who are participating appropriatelywho are participating appropriately

ExclusionExclusion Sit in corner or some place where they can’t Sit in corner or some place where they can’t

see the activities of the other studentssee the activities of the other students SeclusionSeclusion

Leave setting entirelyLeave setting entirely Little visual or auditory stimulationLittle visual or auditory stimulation No other participants aroundNo other participants around Must be supervisedMust be supervised Go to principal’s officeGo to principal’s office

Effective Time-outsEffective Time-outs

First offenseFirst offense Warn & discuss expectations & Warn & discuss expectations &

consequencesconsequences Second offenseSecond offense

Give a time-out in designated area for 1-Give a time-out in designated area for 1-5 minute5 minute

Third offenseThird offense Hold a parent conferenceHold a parent conference

Effective Time-outsEffective Time-outs Use warningUse warning

If behavior continues there will be a time-outIf behavior continues there will be a time-out Use verbal explanationsUse verbal explanations

Used during time-outUsed during time-out Explain why in time-out; state the rulesExplain why in time-out; state the rules Specify behaviors that led to time-outSpecify behaviors that led to time-out Should be briefShould be brief

No longer than 5 minutesNo longer than 5 minutes ProcessingProcessing

Participant states what they did wrongParticipant states what they did wrong States what do differentlyStates what do differently

Don’t overuse time-outsDon’t overuse time-outs

Punishment:Punishment:Presentation of Aversive StimulusPresentation of Aversive Stimulus

Direct discussionDirect discussion Verbal reprimandVerbal reprimand

Tell behavior is unacceptable & whyTell behavior is unacceptable & why Ask what should do insteadAsk what should do instead

Physical restraintPhysical restraint Used only after training and in extreme Used only after training and in extreme

cases to keep violent person from cases to keep violent person from hurting self or othershurting self or others

Punishment:Punishment:Requiring an Adversive BehaviorRequiring an Adversive Behavior

ReparationReparation Pay with money or timePay with money or time

OvercorrectionOvercorrection RestitutionalRestitutional

Return environment to improved stateReturn environment to improved state Positive practicePositive practice

Repeatedly perform behaviorRepeatedly perform behavior

Progressive Steps Prior to Progressive Steps Prior to DischargeDischarge

First significant offenseFirst significant offense Talk with childTalk with child Call parentCall parent

Tell what happenedTell what happened Tell behavioral expectationsTell behavioral expectations Request parent to talk with childRequest parent to talk with child Document callDocument call

Second offenseSecond offense Meet with parent to create written planMeet with parent to create written plan Document meetingDocument meeting

Progressive Steps Prior to Progressive Steps Prior to DischargeDischarge

Third offenseThird offense Call parent and say plan is not workingCall parent and say plan is not working Inform that child needs removed from Inform that child needs removed from

programprogram Document all conversationsDocument all conversations Involve supervisorsInvolve supervisors

Goal is to find a way to keep the Goal is to find a way to keep the child in the programchild in the program


Atteberry-Rogers, 1993Atteberry-Rogers, 1993


Not much writtenNot much written

ImportantImportant

LAFF: Leisure and Family FunLAFF: Leisure and Family Fun Mary Atteberry-Rogers, 1993Mary Atteberry-Rogers, 1993 Evolved from work with adolescents Evolved from work with adolescents Chemical dependenceChemical dependence Felt appropriate for other family programsFelt appropriate for other family programs

LAFFLAFF

RationaleRationale Families are affected when 1 member has an Families are affected when 1 member has an

addictionaddiction Shared leisure can increase family cohesionShared leisure can increase family cohesion

Designed as multi-family programDesigned as multi-family program Less threatening than traditional family Less threatening than traditional family

counselingcounseling Provides support systemProvides support system Provides nonthreatening environment to address Provides nonthreatening environment to address

treatment issuestreatment issues

LAFF: Overall GoalsLAFF: Overall Goals

To provide an opportunity for families to To provide an opportunity for families to play together, laugh together and play together, laugh together and explore common leisure interests for the explore common leisure interests for the purpose of enhancing family cohesion.purpose of enhancing family cohesion.

To address issues related to treatment, To address issues related to treatment, specifically issues pertaining to trust, specifically issues pertaining to trust, communication and expression of communication and expression of feelings through use of activity and play.feelings through use of activity and play.

LAFF: Overall GoalsLAFF: Overall Goals

To examine personal values as they To examine personal values as they relate to leisure, fun and play, an to relate to leisure, fun and play, an to be able to express these values be able to express these values within the family structure.within the family structure.

Treatment GoalsTreatment Goals

Session 1Session 1 Focus: Giving & receiving complimentsFocus: Giving & receiving compliments Tx Goal: To increase positive social Tx Goal: To increase positive social

interaction between family membersinteraction between family members

Session 2Session 2 Focus: CommunicationFocus: Communication Tx Goal: To increase awareness of the Tx Goal: To increase awareness of the

effect of positive communication styleseffect of positive communication styles


Session 3Session 3 Focus: Leisure interests & resourcesFocus: Leisure interests & resources Tx Goal: To develop awareness of personal Tx Goal: To develop awareness of personal

leisure interests and how these interests leisure interests and how these interests may be incorporated into the family lifestylemay be incorporated into the family lifestyle

Session 4Session 4 Focus: ObservationFocus: Observation Tx Goal: To develop observational skills & Tx Goal: To develop observational skills &

increase awareness of external environmentincrease awareness of external environment


Session 5Session 5 Focus: Self-esteemFocus: Self-esteem Tx Goal: To enhance participant’s Tx Goal: To enhance participant’s

understanding of self-esteem & the understanding of self-esteem & the manner in which it is affected during daily manner in which it is affected during daily interactionsinteractions

Session 6Session 6 Focus: CooperationFocus: Cooperation Tx Goal: To develop awareness of how Tx Goal: To develop awareness of how

working together & problem solving allows working together & problem solving allows for successful completion of taskfor successful completion of task


Session 7Session 7 Focus: CopingFocus: Coping Tx Goal: To enhance participants’ ability Tx Goal: To enhance participants’ ability

to cope with internal as well as external to cope with internal as well as external pressurepressure

Session 8Session 8 Focus: Leisure interests & resourcesFocus: Leisure interests & resources Tx Goal: To develop awareness of Tx Goal: To develop awareness of

personal leisure interests & how these personal leisure interests & how these interests may be incorporated into the interests may be incorporated into the family lifestylefamily lifestyle


Session 9Session 9 Focus: Working togetherFocus: Working together Tx Goal: To enhance interaction skills Tx Goal: To enhance interaction skills

within the familywithin the family

Session 10Session 10 Focus: CompromiseFocus: Compromise Tx Goal: To develop decision making Tx Goal: To develop decision making

skillsskills


Session 11Session 11 Focus: ValuesFocus: Values Tx Goal: To increase awareness of Tx Goal: To increase awareness of

leisure valuesleisure values Session 12Session 12

Focus: TrustFocus: Trust Tx Goal: Te enhance understanding of Tx Goal: Te enhance understanding of

trust & the manner in which it is trust & the manner in which it is affected during daily interactionsaffected during daily interactions


Session 13Session 13 Focus: Compliments & self-esteemFocus: Compliments & self-esteem Tx Goal: To enhance participant’s Tx Goal: To enhance participant’s

understanding of self-esteem & the understanding of self-esteem & the manner in which it is affected during manner in which it is affected during daily interaction with family membersdaily interaction with family members

Session 14Session 14 Focus: CommunicationFocus: Communication Tx Goal: To increase awareness of the Tx Goal: To increase awareness of the

effect of positive communication styleseffect of positive communication styles


Session 15Session 15 Focus: Working togetherFocus: Working together Tx Goal: To develop awareness of how Tx Goal: To develop awareness of how

working together & problem solving working together & problem solving allows for successful completion of taskallows for successful completion of task

Session 16Session 16 Focus: CommunicationFocus: Communication Tx Goal: To enhance listening skillsTx Goal: To enhance listening skills

Documents

KNR 253 Behavior Management Family Interventions